Elementary Mathematics for Washington

Context for Learning Information

Context for Learning Information Directions: Respond to the prompts below (no more than 3 single-
spaced pages, including prompts) by typing your responses within the brackets following each prompt.
Do not delete or alter the prompts; both the prompts and your responses are included in the total page
count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach?
Urban: [ ]
Suburban: [ X ]
Rural: [ ]
2. What grade levels are at your school site? (e.g., K–6)
Liberty Creek Elementary School is a K-2 school.

3. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
Liberty Creek Elementary School is a K-2 elementary school with 11 kindergarten classrooms, 10 first
grade classrooms and 11 second grade classrooms. This affects my teaching positively because it gives
myself and my mentor teacher great resources and a larger than normal teaching team.

4. Describe any district, school, or cooperating teacher requirements or expectations that

might affect your planning or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized tests.
Liberty Creek has a mandated, school wide use of adopted curriculum in both ELA and math. They also
use scope and sequence

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?
60 minutes of time is devoted each day to mathematics instruction

2. Is there any ability grouping or tracking in mathematics? If so, please describe how it
affects your class.
Our classroom uses differentiated small groups and progress monitoring

3. Identify any textbook or instructional program you primarily use for mathematics
instruction. If a textbook, please provide the title, publisher, and date of publication.
Math Connects

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 Elementary Mathematics for Washington
Context for Learning Information

4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
In our classroom we use the Mimeo electronic whiteboard, math manipulatives such as pattern blocks,
patterns shapes, base ten blocks, and classroom iPADS to play math games on Sumdog and Spashmath.
We also use Fastbridge for diagnostic testing

About the Students in the Class Featured in This Assessment

1. Grade level(s): [ 2nd]
2. Number of
 students in the class [ 17 ]
 males [ 9 ] females [ 8 ]

3. Complete the chart below to summarize required or needed supports, accommodations or

modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been
completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504
plans, English language learners, struggling readers, underperforming students or those with gaps
in academic knowledge, and/or gifted students needing greater support or challenge).

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
IEP 1 Student is taken out of the classroom and
serviced for math 150 minutes per week

Other Learning Needs Number of Supports, Accommodations, Modifications

Students
Example: Struggling readers 5 Provide oral explanations for directions and
simplified text for word problems
Struggling readers 3 Lap services 30 minutes per day, 5 days per
week

Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 3 pages maximum
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.